The specific problem was that 32.7 percent of graduates from a large Texas high school did not receive sufficient non-curricular support and failed to be ready for college (Moore et al., 2010; Texas Education Agency, 2012c). The purpose of this exploratory single case study was to examine teachers’ perceptions of non-curricular aspects influencing college readiness for first generation college-bound students at a large Texas high school, and to explore how teachers might help increase college readiness and overcome the barriers towards college readiness. The central research question was: How do teachers in a Texas high school perceive the non-curricular aspects influencing college readiness? The participants were 14 teachers with five to thirty-five years of experience. Data were collected by face-to-face interviews and NVivo 11 was used for data analysis. The major themes were (a) the lack of support and encouragement from parents, (b) parents’ lack of education, (c) sibling’s and relative’s lack of education, (d) parents’ poor financial status and (e) students’ English language problems. Educational leaders should understand that the cost of a lack of college readiness would not only affect students and parents, but also impact American society and taxpayers. Creating programs and interventions that would minimize or eliminate the non-academic obstacles to college readiness is an essential task that must be undertaken. Leaders might consider the creation of these programs and interventions as a priority. Future research was recommended.
|Commitee:||Flanagan, April, Young, Paula|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education|
|Keywords:||And situational aspects, Barriers to college readiness, College readiness, Contextual, Contextual aspects, First-generation college student, Obstacles to college readiness, Social|
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